Abstract

Students with disabilities face significant challenges in achieving postsecondary success, yet training on postsecondary transition planning within school psychology graduate programs remains limited. A content analysis of 252 accredited school psychology programs in the United States revealed major gaps in transition training, with only 1.6% of programs covering all critical domains. Results indicated that 67% of programs include some transition training in at least one domain. Family engagement (42%) and program structure (30%) had the most training, then interagency collaboration (20%), student focused planning (3%) and student development (6%). Notably, programs with larger cohort sizes were correlated with more transition training and PsyD programs include statistically more transition training than certificate or PhD programs. Findings suggest a need for graduate programs to increase their standards for transition training. The National Association of School Psychologists and American Psychological Association should integrate postsecondary transition into accreditation criteria to ensure school psychologists develop these essential transition planning competencies. Strengthening graduate training will better prepare school psychologists to support students with disabilities in achieving their postsecondary goals.

Degree

EdS

College and Department

David O. McKay School of Education; Counseling Psychology and Special Education

Rights

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